Impact of Worked-out Examples via a Web 2.0 Tool on Fifth Graders' Achievement, Attitudes, and Motivation in Mathematics

Abstract

This research aims to examine the effects of worked-out examples, grounded in Cognitive Load Theory, involving different solution methods through the Nearpod application, a Web 2.0 tool, on fifth-grade students' achievement in fractions, attitudes, and motivation towards mathematics. The study group consists of seventy-seven fifth-grade students studying in two separate classes at a public secondary school in Istanbul during the 2021–2022 academic year. These two classes were randomly assigned, with one forming the control group and the other the experimental group. The intervention lasted for six weeks. The research was conducted using an explanatory sequential mixed design, which includes both qualitative and quantitative research. During the data collection phase, quantitative data were collected using fraction achievement tests, mathematics motivation scale, and mathematics attitude scale. Qualitative data were collected from students' responses to interview questions to determine the effectiveness of the intervention. The findings revealed a statistically significant improvement in the post-test scores for fractions achievement, mathematics motivation, and attitudes towards mathematics in favor of the experimental group, even after controlling for pre-test scores. The results of the interviews also support these findings, with all interviewed students stating that they found the intervention useful and entertaining. This study contributes to the growing body of literature on the integration of technology in mathematics education and underscores the need for further research on the application of different solution strategies in digital learning environments.